Pursuing Equity in and Through Teacher Education Program Admissions

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Abstract

This case study investigated equity in teacher education admissions. Through document analysis and structured interviews with ten past or current members of the admissions committee in a large initial teacher education program in Ontario, we developed an understanding of equity in teacher education admissions as encompassing two foci: equity in admissions—that is, equity of access for applicants to the program—and equity through admissions—that is, equity of educational opportunity and outcomes for the children in the schools where the teachers trained by the programs will eventually teach. Our analysis illustrates the importance of recognizing both foci and the tensions between them

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How to Cite
Childs, R., Broad, K., Gallagher-Mackay, K., Sher, Y., Escayg, K.-A., & McGrath, C. (2011). Pursuing Equity in and Through Teacher Education Program Admissions. Education Policy Analysis Archives, 19, 24. https://doi.org/10.14507/epaa.v19n24.2011
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Author Biographies

Ruth Childs, Ontario Institute for Studies in Education, University of Toronto

Ruth Childs is an associate professor in the Department of Human Development and Applied Psychology.

Kathryn Broad, Ontario Institute for Studies in Education, University of Toronto

Kathryn Broad is the executive director for initial teacher education.

Kelly Gallagher-Mackay, Ontario Institute for Studies in Education, University of Toronto

Kelly Gallagher-Mackay is a doctoral student in the Department of Theory and Policy Studies.

Yael Sher, Ontario Institute for Studies in Education, University of Toronto

Yael Sher received her MA in the Department of Human Development and Applied Psychology.

Kerry-Ann Escayg, Ontario Institute for Studies in Education, University of Toronto

Kerry-Ann Escayg is a doctoral student in the Department of Sociology and Equity Studies in Education.

Christopher McGrath, Ontario Institute for Studies in Education, University of Toronto

Christopher McGrath is a doctoral student in the Department of Theory and Policy Studies.

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